首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
ABSTRACT

In developing and teaching a new first-year psychology course that integrates information literacy skills, a librarian and a psychologist learned the importance of teaching critical thinking skills explicitly, rather than implicitly. Students learned how to use the library resources and learned concepts in psychology, but until critical thinking was taught explicitly, students did not understand the value of what they were learning. In this article, implicit versus explicit learning is defined, and psychological principles are applied to demonstrate how critical thinking can be used to teach library and information skills.  相似文献   

2.
Abstract

Online course delivery can be a dynamic learning experience where information is used to shape and extend thinking. The challenge is creating a virtual classroom that combines evocative resources with tasks that enhance and stimulate student learning. New models are needed to reflect the changing learning environment that began with the advent of the Web. Librarians are experts in locating learning materials across the electronic landscape. They construct resource-based assignments that promote understanding of content and develop independent thinking skills. They bring a context for resource-rich learning environments and the necessary support mechanisms to ensure learners gain information literacy skills. This paper outlines how librarians can contribute to new course design models that maximize the effective use of online resources in support of student learning.  相似文献   

3.
《The Reference Librarian》2013,54(73):309-322
Abstract

A review of education literature reveals a pedagogical shift away from linear, step-by-step, instruction toward a fostering of critical thinking and information literacy through active student participation. This conceptual change reflects advances toward cooperative and participatory learning in education. In addition to the students learning more when they are engaged and thinking, we are invigorated as instructors and our tendency toward burnout is reduced or alleviated. This article discusses how those bibliographic instructors who only have one teaching computer in the instruction room can involve the students in their own learning. The author shares ways to conduct a fifty-minute bibliographic instruction session in which all of the students are intellectually engaged in the research process, actively participate in the problem solving of on-line searching, and have fun in a library. Once the students are given agency in the bibliographic instruction session, they begin to develop the critical thinking skills essential to mastering the tools and methods of library research.  相似文献   

4.
ABSTRACT

Studies on information and media literacy focus on describing activities and frameworks individually, and most of the time, connect within the field of library science. However, other frameworks and practices can be used. This case study presents the application of Behrman’s Critical Literacy Practices to information and media literacy to engage students to think critically about information within their field of study. The purpose of this research is to model the information behavior of education students through the perspective of constructivist learning. The study used a qualitative method with six upper-level undergraduate education majors. Activities that comprise practices and theories in both education and library sciences are presented to form a continuous exposure to critical thinking. Factors that influenced how students perceived the validity of information came from personal, educational, and societal factors. This research contributes to the ongoing discussion about critical thinking skills in undergraduate students, presenting a model that describes how practices from other fields can be used and incorporated with information and media literacy.  相似文献   

5.
ABSTRACT

This article provides a case study of recent curriculum development in a freshman skills program which integrates critical thinking and English composition as linked courses at Gonzaga University. Known as “thought and expression” courses, this block of courses, which also includes speech communication, can be taken by students separately or in a linked cohort with the same twenty students in each class. In linked courses, faculty are generally aware of each others' course topics and assignments, and they meet to discuss student progress and look for opportunities for curriculum integration. In this case study, library faculty were included in the instructional team, and information literacy skills that relate to critical thinking were integrated into the goals of the critical thinking and English composition courses. Faculty involved in the courses believe that integrating library skills into course goals adds coherence to the curriculum; it also helps students to achieve the developmental goals of the learning community created by this course model.  相似文献   

6.
This study examined how hands-on work with original primary materials affects students' information literacy and critical thinking skills. The project team developed rubrics to evaluate document analyses from before and after student time in special collections. Most scores did not vary significantly between the pre- and posttests, although students' ability to analyze the materiality of documents did improve. They also examined papers from classes that had and had not used special collections against the Association of American Colleges and Universities' information literacy rubric and found no significant differences. The authors hope this project will serve as a pilot for future assessment of student learning in special collections.  相似文献   

7.
《The Reference Librarian》2013,54(69-70):219-231
Summary

This paper considers the instructional role of the academic librarian and examines the contribution adult learning theory makes to the practice of teaching information literacy skills. It explores those principles of effective practice in facilitating adult learning which apply to the teaching—learning transactions in the library. It describes the aim of facilitation as one of encouraging self directed, empowered adults and confirms the role of the academic librarian in facilitating the development of critical thinking, creative problem-solving and informed decision making in adult learners. It also examines the concept of information literacy and how this contributes to adult lifelong learning.  相似文献   

8.
Sharing a variety of characteristics and theories, critical inquiry and information literacy have the potential to complement one another in a higher education setting. This article explores an initiative at the University of South Carolina Aiken to help students with their critical thinking and reasoning skills through the implementation of a new, one-credit, freshman seminar course. The class, entitled Critical Inquiry, would address three student learning outcomes, including one directed at information literacy. A case study of how the initiative was implemented is discussed.  相似文献   

9.
ABSTRACT

An online information literacy curriculum was developed as an intervention to engage students in independent study and self-assessment of their learning needs and learning outcomes, develop proficiency in information skills, and foster lifelong learning. This column demonstrates how instructional design principles were applied to create the learning experiences integrated into various courses of the medical curriculum to promote active learning of information skills and maximize self-directed learning outcomes for lifelong learning.  相似文献   

10.
ABSTRACT

Undergraduate students are increasingly being asked to conduct higher-level research in their areas of study. In order to address undergraduate needs, many academic librarians, especially those charged with crafting instruction, take critical thinking as a given in the teaching of information literacy skills. However, this review of the literature has revealed that, though there was some discussion of critical thinking in a library context in the mid 1980s, the concept did not really take hold until the 1990s, when higher education reform began to appear on many campuses. Additionally, the literature regarding critical thinking skills during this period exhibits four themes: (1) a lack of agreement among librarians and others on what critical thinking is and how it can be defined, (2) the importance of subject and course integration in the teaching of critical thinking skills in libraries, (3) the necessity of reaching undergraduate students, and (4) the special challenges of teaching critical thinking skills in an age when technology is changing so rapidly.  相似文献   

11.
SUMMARY

The article presents a faculty-librarian collaborative course model for information literacy instruction for liberal arts students. Information literacy was integrated seamlessly into a master's thesis seminar, and the faculty member and librarian worked together to teach students effective research skills while helping them make personal connections to their theses. The learning experience was transformational. As students engaged themselves with problems of the real world and shared their learning, their voices articulated insights about themselves and the world. The authors conclude that integrating information literacy into the curriculum and teaching students holistically is the key to successful student learning.  相似文献   

12.
ABSTRACT

This article describes the approaches that the Library at the Open University has taken to ensure that distance learning students develop digital and information literacy skills for study, work and lifelong learning. Librarians create learning objects and work with academics to embed them into the online curriculum. They also deliver a program of live online training and pilot new approaches to engage with the student community.  相似文献   

13.
ABSTRACT

Information literacy aims to develop in students the necessary skills, knowledge, and dispositions to use information to solve problems, make decisions, and generate new knowledge. The literature is replete with examples of guiding students in accessing and evaluating information sources. Less prevalent is processing information—the heart of the inquiry. Analysis, inference, and synthesis are critical thinking skills that take information literacy beyond a bibliographic task. In this liberal arts college setting, librarians team with consultants in quantitative reasoning, writing, and presentation technologies to deliver an information literacy program that supports not only the search, but also the analysis, interpretation, synthesis, and presentation of findings and insights.  相似文献   

14.
ABSTRACT

A constructivist approach to teaching and learning holds that the learner, through interaction and experience with an object or process, creates knowledge. Instruction based upon constructivist theory places the student at the center of the learning environment, while the instructor serves as a guide or facilitator. In direct contrast, traditional learning places the learning in a more passive role, simply mirroring or reproducing knowledge that was provided by the instructor. Constructivist theory has enjoyed a certain level of popularity in higher education as emphasis has shifted from a pedagogical framework to a more andragogical (i.e., adult and learner-centered rather than instructor-lead) one. Emphasis upon teaching critical thinking skills seems a natural fit with a constructivist-based approach to learning. Critical thinking involves the conceptualization, analysis, synthesis, evaluation, and ultimate application of information so that the learner may reach conclusions or form independent judgments based upon what the learner has experienced combined with previous knowledge. The teaching of critical thinking skills using a constructivist-based approach in the field of online library instruction would be an effective means of reaching the large percentage of learners who do not participate in traditional face-to-face bibliographic instruction sessions. This is further supported by the Association of College and Research Libraries' Information Literacy Standards for Higher Education. This article will provide theoretical and philosophical arguments for constructivist-based approaches to teaching critical thinking skills online using online technologies.  相似文献   

15.
Wikipedia editing assignments in the classroom provide unique transformative learning experiences to students and educators alike. Wikipedia is an online encyclopedia that anyone can edit. In lieu of a traditional essay or research paper, professors are increasingly asking their students to edit Wikipedia articles. This active and collaborative pedagogical approach encourages the development of a host of student skills: information literacy, critical thinking, media literacy, collaboration, online communication, writing, and critical digital literacy skills.This study examines Kinesiology and Physical Education students' perceptions, attitudes, and experiences before and after completing a librarian-led Wikipedia assignment. Using modified pre- and post-surveys the authors surveyed 63 Kinesiology and Physical Education (KPE) students completing a librarian-led Wikipedia assignment in an Educational and Counselling Psychology course. While overall the experience was positive and met most student expectations, they are not committed to editing Wikipedia in the future, nor are they necessarily in favour of replacing the traditional research essay with Wikipedia editing assignments.  相似文献   

16.
ABSTRACT

Librarians working to develop information literacy skills in their students recognize a relationship between information literacy and the knowledge construction process. Educational psychologists define how an individual's understanding of knowledge impacts knowledge construction and learning through personal epistemology theory. This paper presents an overview of the personal epistemology literature and the move toward knowledge construction in information literacy. It also recognizes connections between library and information science theory and personal epistemology.  相似文献   

17.
ABSTRACT

Librarians can find techniques for improving information literacy in Plato's Socratic dialogs. The Socratic Method is an effective tool that can help engage students in critical thinking about their research, guide students to reveal flaws in their reasoning, and prepare them to learn new research skills. Examples of information literacy instruction drawn from Socratic dialogs are given in this article along with tips for avoiding pitfalls associated with the Socratic Method.  相似文献   

18.
ABSTRACT

The increasing use of problem-based learning in higher education affords librarians new avenues for promoting the development of information literacy skills among students. Information literacy instruction supports problem-based learning activities by providing students with skills to locate relevant resources for developing solutions to these exercises. The author created three WebQuests (together with tutorials) aimed at promoting faculty-librarian partnerships to deliver information literacy instruction through a problem-based learning approach in the context of course work in a distance learning environment. These problem-based learning WebQuests can be adapted to various disciplines as well as to traditional learning environments. Lastly, these WebQuests promote the development of information literacy skills in students as well as increase their exposure to problem-based learning. doi:10.1300/J106v14n03_03  相似文献   

19.
ABSTRACT

At Oregon State University, writing instructors and librarians collaboratively teach research writing and information literacy in first year composition courses. A four-week unit focuses on the connections between critical thinking, writing and learning, and information literacy. This article describes the process of developing, implementing, and refining this collaborative curriculum. By using assignments and texts that model a recursive critical research and writing process for students, librarians and writing instructors help students think more deeply and critically about their topics.  相似文献   

20.
Despite the ease of accessing information in the digital age, environmental science students need information literacy (IL) to competently tackle complex problems and sustainability challenges. Students' experiences and teachers' perceptions of student IL skills in an environmental science program were investigated through student questionnaires and teacher interviews to identify students IL competence and eventual learning gaps in the program. Students expressed confidence in IL, more strongly in basic skills such as information search and source criticism than advanced skills; critical thinking and analysing, interpreting, and creating information. They found formulating problems and locating and assessing information to be challenging, despite repeated training in tutorial groups. Teachers similarly perceived students to be most competent in accessing relevant information while using information is more challenging. This could be linked to the complexity and interdisciplinarity environmental science. Findings suggest that IL learning gaps could be bridged by greater focus on systematic IL training, intentional training on advanced skills, and iterative training of both basic and advanced skills by strengthening faculty and librarians collaborative teaching.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号